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Honley CE (VC) Junior, Infant and Nursery School

Welcome to our website. Paper copies of any documents on this website can be obtained free of charge from the school office on request

Pupil Premium

This is additional funding provided to support more disadvantaged pupils to ensure they benefit from the same opportunities as all other children.  There are four categories of children who qualify for pupil premium.

  • Children who are eligible for statutory free school meals
  • Looked after children
  • Children who have ceased to the Looked After due to Adoption
  • Children from Forces Families

 

 

 

PUPIL PREMIUM ALLOCATION 2017-2018

 

 

Our Pupil Premium allocation for 2017-18 is £84,000 (across whole school):

Main barriers for pupils’ learning are:

  • Improve progress across EYFS, KS1 and KS2 for PP children in maths, reading and  
  • Raise aspirations and improve the social and emotional literacy of identified pupils. 
  • Work with parents/carers and external agencies to support vulnerable children, promote their self-esteem and engage children with their learning.

 

Funding allocated to:

Improving the quality of teaching and learning

  • Improve attainment outcomes for PP children in maths, writing and reading
  • Staff training on high quality feedback.
  • Review the Basic Skills Quality Mark and Kirklees Inclusion Quality Standard, and from this find areas to develop and improve, or share good practice across the whole school.
  • Embed maths ‘mastery’ strategies and ensure consistency and transition from year to year.
  • Allocate key workers to respond to the needs of vulnerable children.

Targeted support

  • Identify individual needs and provide support/teaching and intervention to boost progress.

Other approaches

  • Refining the tracking of individuals’ progress across the new school EYFS, KS1 and KS2.
  • Continue to refine assessment systems according to new school, and using Perspective, CPOMS and other data tracking systems.
  • Develop a targeted behaviour strategy for identified pupils at lunchtimes.
  • Learning Mentor to target children using the Forest school and other strategies for developing positive behaviours – explore how this could link with lunchtime work.

Reasons for the approach

In reviewing the actions and data from 2016-17, the following outcomes have informed the next steps in improving teaching and learning for pupils in receipt of Pupil Premium funding:

  • Although there is evidence that the difference is diminishing, across the school the gap between PP and non-PP children is wider than national in maths, reading and writing. As we are a new school, ranging from Nursery to year 6, we will undertake an external audit of basic skills and inclusion, to establish aspects of good practice we can share across the whole school, and areas we can develop further.
  • EYFS, KS1 and KS2 all had training last year from Ian Ross, a Maths specialist advisor, which showed a positive impact on children’s learning. The next step is to ensure consistency of this practice across the whole school, so the children benefit from a smooth transition in their learning from year to year.
  • Our assessment and tracking systems were improved and refined last year, but this process is ongoing as we are now a through-school. We have also taken on the use of some new tracking and data systems, such as CPOMs and Perspective and we will be working to ensure we get the very best information from these to feed into children’s learning.
  • We are working with identified children who need additional support and care at throughout the school day.

Evaluation of Impact

  • A comparison will be made between national and school data for the achievement of those pupil in receipt of Pupil Premium funding to assess if the gap is closing.
  • Analysis of End of KS2 outcomes
  • Analysis of internal tracking data
  • Work scrutiny outcomes
  • Pupil interviews
  • Lesson observations
  • Parental questionnaires

Date of next Pupil Premium Strategy Review - September 2019

 

 

Pupil Premium 2016-17

 

Last year’s allocation of £56,222 was spent on the following:

Improving the quality of teaching and learning

  • Maths CPD for teachers and TA
  • Continued participation in the Maximising Impact of Teaching Assistants project
  • Training around the development of independence and resilience
  • Resources and training to support improved handwriting and presentation

Targeted support

  • Learning Mentor time
  • Structured play provision for lunchtimes
  • TA support for targeted pupils including LAC pupil/s
  • Specialist TA to deliver targeted interventions
  • Teacher-led booster sessions for Y6

Other approaches

  • Philosophy for Children
  • Further develop parental involvement to support learning
  • Refining the tracking of individuals’ progress

Impact

Many pupils benefitted from the funding last year either directly through targeted work or indirectly through CPD and increased staffing.

When comparing the 2017 SATs results for Exp+ Reading, Exp+ Maths and Exp+ GPS, our children receiving Pupil Premium performed better than those nationally and within the Local Authority.

There is still a gap between the achievements of children receiving Pupil Premium Funding and those who do not. However, the difference is being diminished, and is showing some improvements in Reading, Writing and Maths.

Work scrutiny in writing has shown that the new handwriting scheme is embedded and presentation in books has improved.

In maths, the ‘mastery’ approach is used in all classes, and a visit from our Maths Advisor found:

  • lots of deep questioning from all adults; some higher order questions observed.
  • challenging problem solving and reasoning activities seen across all year groups.
  • variety of practical resources used.
  • mastery approach taken on board and being embedded in all year groups.

 

The Maximising the Impact of Teaching Assistants project concluded, with a school policy on Deployment of Teaching Assistants which forms a secure basis for future allocation and working practices. The conference we hosted for all the pyramid schools for teaching assistants received 100% positive feedback, and will be repeated this coming year. All schools gained insight in sharing good practice, resources and strategies to improve teaching and learning. A recent external review of teaching assistants found: “effective use of TAs throughout; TAs were fully engaged in the learning activities with children and directed questions and modelling well.”

 

Key Stage  Results 2017

Key Stage 1 Teacher Assessments for 2017

Predicted %

Actual %

Reading expected +

74

80

Reading exceeding

19

25

PP reading expected

75

69

 PP reading exceeding

8

15

Writing expected +

70

80

Writing exceeding

13

14

PP Writing expected

66

69

 PP Writing exceeding

0

0

Maths expected +

70

84

Maths exceeding

19

20

PP Maths expected

75

69

 PP Maths exceeding

8

8

 

 

Key Stage 2 SATs for 2017

Honley JIN

National

 

% children achieving the expected standard  in Reading

80

71

% disadvantaged children achieving the expected standard  in Reading

62

53

% children achieving above the expected standard  in Reading

20

24

% disadvantaged children achieving above the expected standard  in Reading

9

14

% children achieving the expected standard in Writing

91

76

% disadvantaged children achieving the expected standard in Writing

69

64

% children achieving above the standard in Writing

18

17

% disadvantaged children achieving above the expected standard in Writing

15

10

% children achieving the expected standard in GPS

86

77

% disadvantaged children achieving the expected standard in GPS

62

66

% children achieving the above expected standard in GPS

45

31

% disadvantaged children achieving above the expected standard in GPS

28

20

% children achieving the expected standard in Maths

83

72

% disadvantaged children achieving the expected standard in Maths

62

58

% children achieving above the expected standard in Maths

28

25.5

% disadvantaged children achieving above the expected standard in Maths

31

12.5

 

 

 

 

We now offer a new service - Honley School Daycare where we can provide child care for 2 and 3 year olds.